1. (W)Where (Understanding), Why (Real Life), and What (MLR and Product) 2. (H)Hook (Engage) 3. (E)Equip (Instruction), Explore (Graphic Organizer), and Experience (Cooperative Learning) 4. (R)Rethink, Revise, Rehearse, and Refine (Timely Feedback) 5. (E)Evaluate (Self- Assessment) 6. (T) Tailor (Multiple Intelligences 6 to 8 and use each at least twice) 7. (O)Organize (Facet of Understanding)
Lesson 1
Consider the W.H.E.R.E.T.O. elements. (L)
1.Students will understand that different perspectives yield different stories. (Where) Every story that is told, historical or not varies based on the perspective, even the stories you or your friends tell. (Why) Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World. (What) Product: Blog, start KWL.
2. Political Cartoon (The broken snake). (Hook)
3. Sugar Act, Currency Act, Stamp Act, Quartering Act, Townshend Revenue Acts, and the Sons of Liberty. (Equip) KWL chart and Inspiration. (Explore) Three minute interview and Jigsaw (Experience)
4. As they complete the KWL chart they will think about what they know about the American Revolution. (Rethink) They will revisit the chart once the unit is over and revisit. (Revise) Teacher will provide timely feedback through comments on the blog. (Refine)
5. Checklist. (Evaluate)
6.
Verbal- Students will write on the KWL Chart and write in their blog.
Visual- Students will look at the political cartoon.
Logic- Students will organize their thoughts into the KWL chart.
Interpersonal- Students will get a designated time to ask me questions during the three minute interview.
Intrapersonal- Students will be able to reflect about the class and jot down their thoughts in their blog entry.
Bodily Kinesthetic- The students will move from activity to activity through out the class.
7. Students will be able to describe why taxed played an important role in the events leading up to the war. (Organize)
Lesson 2
Consider the W.H.E.R.E.T.O. elements. (L)
8.Students will understand that the past can help explain the present and the future. (Where) Students will know what events led up to the war and their importance. (Why) Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World. (What) Product: Comic life of the events leading up to the war.
9. Optical illusions (Hook)
10. Boston Massacre, Townshend Acts repealed, Committee of correspondence, Tea Act, Boston tea Party, Coercive Acts, Boycott, new version of Quartering Act, and The First continental Congress. (Equip) Ven Diagram (Explore) Think Pair Share (Experience)
11. Students will think about the events leading up to the war and how they effected the war and the peoples perspectives. (Rethink) Students will have time to rehearse their Comic Life. (Rehearse) Students will look at the rubric provided and self assess their Comic Life to further improve their work. (Revise) Teacher will provide timely feedback on their comic life to make sure that students can refine their work. (Refine)
12. Rubric. (Evaluate)
13.
Verbal- Students will write to fill in the story map.
Visual- Students will watch School House Rocks “No More Kings”.
Logic- Students will fill in the story map.
Interpersonal- Students will work together with partners.
Intrapersonal- Students will be able to work by themselves before they meet with their partner.
Music- Music will be incorporated into the students Comic Life and in the School House Rocks video.
Bodily-Kinesthetic- Students will be working on the computer to complete their Comic Life.
14. Students will be able to be aware of how certain events made an impact in the time leading up to the war. (Organize)
Lesson 3
Consider the W.H.E.R.E.T.O. elements. (L)
15.Students will understand how the outcome of the war was effected by many different variables. (Where) The events, papers, and people had a great impact on the choice to go to war. (Why) Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World. (What) Product: Blog about the two opposing perspecitives of Loyalists and Patriots, name a few arguments that favor each, and decide which side your loyalty would lay.
16. School House Rock, The Shot Heard Round the World (Hook)
17. Paul Revere, Lexington and Concord, Second Continental Congress, George Washington, Olive Branch Petition, Common Sense, Declaration of Independence, Loyalists and Patriots. (Equip) Sequence Chart. (Explore) Three step interview. (Experience)
18. Student will think about how the forces led to the Declaration of Independence and the struggles reaching that decision. (Rethink) Once they finish the three step interview students will jot down ideas that will improve their blog entries. (Revise) Teacher feedback will give students a chance to improve their blog. (Refine)
19. Answer each part of the question. (Evaluate)
20.
Verbal- Students will fill in the Venn Diagram.
Visual- Students will look and observe optical illusions.
Logic- Students will think about how they are going to fill out the story map.
Interpersonal- Students will share their thoughts with classmates when they participate in the Think, Pair, Share.
Intrapersonal- When the students write in their blog for homework.
Bodily Kinesthetic- The students get up and move around during the lesson.
21. Students will be able to consider the different perspectives of the Loyalists and the Patriots. (Organize)
Lesson 4
Consider the W.H.E.R.E.T.O. elements. (L)
22.Students will understand how the outcome of the war was effected by many different variables. (Where) Students will know that how the two opposing sides were different and what effect that had on the battles. (Why) Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World. (What) Product: A map, letter in code, decoder, and a military plan, the end result of the webquest.
23. A coded note, pictures of some, maybe one that they can solve. (Hook)
24. Compare their uniforms, battle tactics, who was fighting, and allies. (Equip) Cluster Word Web 1. (Explore) Three Step Interview. (Experience)
25. The students will compare and contrast the two opposing sides. (Rethink) The students will self evaluated their products from the webquest to the checklist provided and improve their products. (Revise) The teacher will provide timely feedback about the different products in order to let the students refine their products. (Refine)
26. Checklist. (Evaluate)
27.
Verbal- The students will complete the Cluster World Web 1.
Visual- Students will look at and decipher a coded note.
Logic- The students will make their own code for the spy note.
Interpersonal- The students will participate in the three step interview.
Nature- We will look at the different routes a spy could take on Google earth.
Bodily Kinesthetic- Working on the laptops.
28.Students will be able to exhibit knowledge of the two opposing sides of the war. (Organize)
Lesson 5
Consider the W.H.E.R.E.T.O. elements. (L)
29.Students will understand that different perspectives yield different stories. (Where) Battles have a great impact on moral and the hope of the citizens. (Why) Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World. (What) Product: Google Earth Time line.
30. Battle Songs and famous pictures, Washington Crossing the Delaware. (Hook)
31. Bunker Hill, Washington Crosses Delaware, Saratoga, France sails over, Charleston, King Mountain, Cowpens, Guilford, Longest battle, and York Town. (Equip) Time line. (Explore) Partners. (Experience)
32.Students will think about the important battles fought during the war. (Rethink) They will use a checklist to make sure they have included every criteria and will improve on what they might have missed. (Revise) Teacher feedback will give students a chance to improve their time lines. (Refine)
33. Checklist and a rubric. (Evaluate)
34.
Verbal- Students will fill in a time line of the American War battles.
Visual- Students will look at and fill in the time line.
Intrapersonal- The students will write in their blogs for homework.
Music- I will play battle songs from both sides.
Nature- The students will look at the different battle sights on Google Earth.
Bodily Kinesthetic- The students will act out the different marching styles and seeing how ineffective the weapons were.
Interpersonal- The students will be in partners to complete the time line.
35. Students will be able to illustrate their knowledge of the different battles. (Organize)
Lesson 6
Consider the W.H.E.R.E.T.O. elements. (L)
36.Students will understand that different perspectives yield different stories. (Where) How the different outcomes effect your life. (Why) Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World. (What) Product: Blog Entry.
37. Political Cartoon? (Hook)
38. Articles of Confederation, The Constitution. (Equip) Sequence Chart. (Explore) Think Pair Share. (Experience)
39.Students will think about how the the different points of view effect the documents and how they effected the outcome in general. (Rethink) They will use a checklist to make sure they answered the whole blog question. (Revise) Teacher will provided quick feedback and will give students a chance to improve their blog. (Refine)
40. Short checklist. (Evaluate)
41.
Verbal- Students will fill in the story map and write in their blog.
Visual- Students will fill in a story map.
Interpersonal- Students will participate in the Think Pair Share
Intrapersonal- Students will write in their blog for homework.
Logical- Students will fill in a story map.
Bodily Kinesthetic- Moving around in class and working on the computers.
42. Students will be able to analyze how different perspectives create different interpretations.(Organize)
Stage 3 Plan Learning Experiences and Instruction
1. (W) Where (Understanding), Why (Real Life), and What (MLR and Product)
2. (H) Hook (Engage)
3. (E) Equip (Instruction), Explore (Graphic Organizer), and Experience (Cooperative Learning)
4. (R) Rethink, Revise, Rehearse, and Refine (Timely Feedback)
5. (E) Evaluate (Self- Assessment)
6. (T) Tailor (Multiple Intelligences 6 to 8 and use each at least twice)
7. (O) Organize (Facet of Understanding)
Lesson 1
2. Political Cartoon (The broken snake). (Hook)
3. Sugar Act, Currency Act, Stamp Act, Quartering Act, Townshend Revenue Acts, and the Sons of Liberty. (Equip) KWL chart and Inspiration. (Explore) Three minute interview and Jigsaw (Experience)
4. As they complete the KWL chart they will think about what they know about the American Revolution. (Rethink) They will revisit the chart once the unit is over and revisit. (Revise) Teacher will provide timely feedback through comments on the blog. (Refine)
5. Checklist. (Evaluate)
6.
Verbal- Students will write on the KWL Chart and write in their blog.
Visual- Students will look at the political cartoon.
Logic- Students will organize their thoughts into the KWL chart.
Interpersonal- Students will get a designated time to ask me questions during the three minute interview.
Intrapersonal- Students will be able to reflect about the class and jot down their thoughts in their blog entry.
Bodily Kinesthetic- The students will move from activity to activity through out the class.
7. Students will be able to describe why taxed played an important role in the events leading up to the war. (Organize)
Lesson 2
9. Optical illusions (Hook)
10. Boston Massacre, Townshend Acts repealed, Committee of correspondence, Tea Act, Boston tea Party, Coercive Acts, Boycott, new version of Quartering Act, and The First continental Congress. (Equip) Ven Diagram (Explore) Think Pair Share (Experience)
11. Students will think about the events leading up to the war and how they effected the war and the peoples perspectives. (Rethink) Students will have time to rehearse their Comic Life. (Rehearse) Students will look at the rubric provided and self assess their Comic Life to further improve their work. (Revise) Teacher will provide timely feedback on their comic life to make sure that students can refine their work. (Refine)
12. Rubric. (Evaluate)
13.
Verbal- Students will write to fill in the story map.
Visual- Students will watch School House Rocks “No More Kings”.
Logic- Students will fill in the story map.
Interpersonal- Students will work together with partners.
Intrapersonal- Students will be able to work by themselves before they meet with their partner.
Music- Music will be incorporated into the students Comic Life and in the School House Rocks video.
Bodily-Kinesthetic- Students will be working on the computer to complete their Comic Life.
14. Students will be able to be aware of how certain events made an impact in the time leading up to the war. (Organize)
Lesson 3
16. School House Rock, The Shot Heard Round the World (Hook)
17. Paul Revere, Lexington and Concord, Second Continental Congress, George Washington, Olive Branch Petition, Common Sense, Declaration of Independence, Loyalists and Patriots. (Equip) Sequence Chart. (Explore) Three step interview. (Experience)
18. Student will think about how the forces led to the Declaration of Independence and the struggles reaching that decision. (Rethink) Once they finish the three step interview students will jot down ideas that will improve their blog entries. (Revise) Teacher feedback will give students a chance to improve their blog. (Refine)
19. Answer each part of the question. (Evaluate)
20.
Verbal- Students will fill in the Venn Diagram.
Visual- Students will look and observe optical illusions.
Logic- Students will think about how they are going to fill out the story map.
Interpersonal- Students will share their thoughts with classmates when they participate in the Think, Pair, Share.
Intrapersonal- When the students write in their blog for homework.
Bodily Kinesthetic- The students get up and move around during the lesson.
21. Students will be able to consider the different perspectives of the Loyalists and the Patriots. (Organize)
Lesson 4
23. A coded note, pictures of some, maybe one that they can solve. (Hook)
24. Compare their uniforms, battle tactics, who was fighting, and allies. (Equip) Cluster Word Web 1. (Explore) Three Step Interview. (Experience)
25. The students will compare and contrast the two opposing sides. (Rethink) The students will self evaluated their products from the webquest to the checklist provided and improve their products. (Revise) The teacher will provide timely feedback about the different products in order to let the students refine their products. (Refine)
26. Checklist. (Evaluate)
27.
Verbal- The students will complete the Cluster World Web 1.
Visual- Students will look at and decipher a coded note.
Logic- The students will make their own code for the spy note.
Interpersonal- The students will participate in the three step interview.
Nature- We will look at the different routes a spy could take on Google earth.
Bodily Kinesthetic- Working on the laptops.
28.Students will be able to exhibit knowledge of the two opposing sides of the war. (Organize)
Lesson 5
30. Battle Songs and famous pictures, Washington Crossing the Delaware. (Hook)
31. Bunker Hill, Washington Crosses Delaware, Saratoga, France sails over, Charleston, King Mountain, Cowpens, Guilford, Longest battle, and York Town. (Equip) Time line. (Explore) Partners. (Experience)
32.Students will think about the important battles fought during the war. (Rethink) They will use a checklist to make sure they have included every criteria and will improve on what they might have missed. (Revise) Teacher feedback will give students a chance to improve their time lines. (Refine)
33. Checklist and a rubric. (Evaluate)
34.
Verbal- Students will fill in a time line of the American War battles.
Visual- Students will look at and fill in the time line.
Intrapersonal- The students will write in their blogs for homework.
Music- I will play battle songs from both sides.
Nature- The students will look at the different battle sights on Google Earth.
Bodily Kinesthetic- The students will act out the different marching styles and seeing how ineffective the weapons were.
Interpersonal- The students will be in partners to complete the time line.
35. Students will be able to illustrate their knowledge of the different battles. (Organize)
Lesson 6
37. Political Cartoon? (Hook)
38. Articles of Confederation, The Constitution. (Equip) Sequence Chart. (Explore) Think Pair Share. (Experience)
39.Students will think about how the the different points of view effect the documents and how they effected the outcome in general. (Rethink) They will use a checklist to make sure they answered the whole blog question. (Revise) Teacher will provided quick feedback and will give students a chance to improve their blog. (Refine)
40. Short checklist. (Evaluate)
41.
Verbal- Students will fill in the story map and write in their blog.
Visual- Students will fill in a story map.
Interpersonal- Students will participate in the Think Pair Share
Intrapersonal- Students will write in their blog for homework.
Logical- Students will fill in a story map.
Bodily Kinesthetic- Moving around in class and working on the computers.
42. Students will be able to analyze how different perspectives create different interpretations.(Organize)
2004 ASCD and Grant Wiggins and Jay McTighe